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LIBRARY 

OF  THE 

UNIVERSITY  OF  CALIFORNIA. 


Gl  FT    OF 


Class 


EDUCATIONAL  MONOGRAPHS 


PUBLISHED   BT  THE 


NEW  YORK  COLLEGE  FOR  THE  TRAINING  OF  TEACHERS 


NICHOLAS  MURRAY  BUTLER,  EDITOR. 


-VOL.  II.  No.  3.       { 


}       WHOLE  No.  9. 


JHE  TRAINING  OF  TEACHERS 


IN 


AUSTRIA 


BY 

E.  HANNAK,  Ph.D. 

Director  of  the  Pddagogium  at  Vienna. 


M  \  \  .    1889. 


YORK:    9   UNIVERSITY   PLACE. 
LONDON:    THOMAS  LAURIE,  28  PATERNOSTER  Row. 


[$1.00  PEB  AICNUM 


EDUCATIONAL   MONOGRAPHS 

Published  under  the  auspices  of  the  NEW  YORK  COLLEGE  FOR  THE 
TRAINING  OF  TEACHERS,  and  written  by  the  foremost  Educators  and 
Public  School  Workers  both  in  this  country  and  abroad,  furnish  a  series 
of  papers  to  teachers  on  the  Educational  Questions  of  the  Day.  The  papers 
are  concise,  clear  and  comprehensive,  especial  prominence  being  given  to  the 
Manual  Training  Movement. 

Six  Monographs  appear  each  year,  and  the  subscription  price  is  fixed  at 
the  extremely  low  price  of  $1.00  per  annum. 

The  following  have  already  appeared  : 

I.  A  Plea  for  the  Training  of  the  Hand,  by  D.  C.  GILMAN,  LL.D.,  Presi- 

dent of  Johns  Hopkins  University. — Manual  Training  and  the  Public 
School,  by  H.  H.  BELFIELD,   Ph.D.,  Director  of  the  Chicago  Manual 
Training  School.     24  pp. 
"  For  the  student  or  teacher  who  is  making  a  study  of  manual  training  this  first  number 

of  the  Educational  Monograph  Series  is  the  best  possible  introduction  to  the  subject." 

— Science. 

II.  Education  in  Bavaria,  by  SIB  PHILIP  MAGNUS,   Director  of  the  City 

and  Guilds  of  London  Institute. 

III.  Physical  and  Industrial  Training  of  Criminals,  by  DR.  H.  D.  WEY, 
of  State  Reformatory,  Elmira,  N.  Y. 

IV.  Mark  Hopkins,  Teacher,  by  PBOF.  LEVEBETT  W.  SPRING,  of  Williams 
College. 

V.  Historical    Aspects    of  Education,  by  OSCAR  BBOWNING,    M.   A.,    of 

King's  College,  Cambridge. 

VI.  The    Slojd  in  the  Service  of  the   School,  by  DR.  OTTO   SALOMON, 
Director  of  the  Normal  School  at  Naas,  Sweden. 

VII.-VIII.  Manual   Training   in    Elementary   Schools   for    Boys,    by 
PROF.  A.  SLTJYS,  of  the  Normal  School,  Brussels. 

IX.  The  Training  of  Teachers  in  Austria,  by  DR.  E.  HANNAK,  Director  of 
the  Pcldagogium  at  Vienna. 
The  following  are  nearly  ready  : 

The  Teaching  of  History,  by  DR.  EDWARD  CHANNINO,  of  Harvard  Univer- 
sity. 

Objections  to  Manual  Training,  by  COL.   FRANCIS  W.  PARKKR,  of  Cook 
Co.  (111.),  Normal  School. 

Extent  of  the  Manual  Training  Field,  by  PBOF.   C.   M.  WOODWARD,  of 
Washington  University,  St.  Louis. 

Graphic  Methods  in   Teaching,   by   CHARLES  BARNARD,    ESQ.,   of  Chau- 
tauqua  T.  C.  C. 

Elementary  Science  in  Schools,  by  PROF.  W.  LANT  CARPENTER,  of  London. 

The  Jewish  Theory  of  Education,  by  PROF.  HENRY  M.  LEIPZIGER,  Direct- 
or of  the  Hebrew  Technical  Institute. 

Domestic  Science  in  the  Schools,  by  MRS.  EMMA  P.  EWTNG,  of  Purdue 
University. 

The   Science   of  Cooking  as   a  Factor  in  Public   Education,  by  MBS. 

ELLEN  H.  RICHARDS,  of  Mass.  Institute  of  Technology. 
Mono^phsw^^^ 

is^art  sstf^sfe^ that 

the  New  YorkCoUege  for  the  Training  of  Teachers.    One  and  two-cent  stamps  may  al 
sent.  , 

Registrar  of  the  College  for  the  Training  of  Teachers. 

9  University  Place,  New  York  City. 


EDUCATIONAL  MONOGRAPHS 


PUBLISHED   BY   THE 


NEW  YORK  COLLEGE  FOR  THE  TRAINING  OF  TEAOHERS 


NICHOLAS  MURRAY  BUTLER,  EDITOR. 


Vrvr      TT     "Vrk     3  I  Entered  »t  the  Poit  Office  at  New  York  )  Wwr»T  v  "N"n     Q 

VOL.    11.    JXO.    O.  \  City  a.  iccond  clasi  matter.  }  WHOLE  IN  O.    J. 


EACHERS 


IN 


AUSTRIA 


BY 

E.  HANNAK,  Ph.D. 

Director  of  the  Pddagogium  at  Vienna. 


MAY,    1889. 


NEW   YORK:    9   UNIVERSITY   PLACE. 
LONDON:    THOMAS  LAURIE,  28  PATERNOSTER  Bow. 


IMTBD    Bl-MOMTHXT]  [$1.00  PXB 

UNIVEF; 


. 

- 


Copyright,  1889, 
COLLEGE  FOB  THE  TRAINING  or  TEACHERS. 

Entered  at  Stationers'  Hall. 


' 


EDITOR'S  PREFACE. 


It  is  a  pleasure  to  be  able  to  place  before  American  and 
English  teachers  so  clear  and  concise  an  account  of  the 
training-  of  teachers  in  a  foreign  country  as  Dr.  Hannakhas 
kindly  consented  to  prepare  for  the  Educational  Mono- 
graph series.  In  the  United  States  the  provision  made 
for  the  training  of  teachers  is  insufficient  and  lamentably 
defective.  Our  colleges  are  in  large  measure  to  blame  for 
this  state  of  affairs,  for  they  have  almost  uniformly  neg- 
lected to  recognize  pedagogics  as  worthy  of  a  place  in  the 
curriculum  and  so  have  contributed  to  the  spread  of  the 
utterly  false  notion  that  any  one  who  possesses  a  fair 
knowledge  of  subject  matter  is  competent  to  teach  it,  par- 
ticularly to  young  children.  Even  Hrabanus  Maurus  with 
his  scientice  plenitudinem  et  vttce  rectitudinem  et  eruditionis 
perfectionem,  had  a  higher  ideal  than  this.  Added  to  this 
is  the  fact  that  the  majority  of  our  normal  schools,  both 
public  and  private,  have  made  pretentions  far  beyond 
the  knowlege  and  ability  of  those  engaged  in  them  to 
support.  The  result  has  been  a  very  low  standard  of  profes- 
sional efficiency  and  a  correspondingly  low  tone  in  educa- 
tional thought  and  educational  journalism.  Recently  more 
encouraging  signs  have  appeared  and  earnest  men  and 
women,  East  and  West,  are  determined  that  improvement 
and  development  must  take  place.  Even  to-day  this 
movement  is  gathering  force  and  will  eventually  sweep 
from  its  track  the  lingering  products  of  ignorance  and  big- 
otry. Dr.  Hannak's  paper  is  offered  as  a  contribution  to 
the  literature  of  this  movement. 

It  has  been  translated  from  the  German  by  Edgar  D. 
Shimer,  Ph.  D..  Assistant  in  Pedagogy  in  the  University  of 
the  City  of  New  York,  and  the  Translator's  Introduction 
adds  very  materially  to  the  value  of  Dr.  Hannak's  paper 
for  American  readers. 


1 5980:? 


TRANSLATOR'S  INTRODUCTION. 


Dr.  Hannak's  masterly  presentation  of  the  nature,  the 
necessity  and  the  conditions  of  professional  training  for 
public  school  teachers  in  Austria  is  peculiarly  pertinent  to 
the  vexed  question  of  discriminating  and  synthetizing  the 
various  plans  of  pedagogic  training  now  in  vogue  in  the 
United  States.  Wide  comment  on  the  argument  and  the 
statement  of  facts  is  altogether  unnecessary  on  the  part  of 
the  translator,  the  one  being  logical  and  cogent,  the  other 
clearly  detailed  in  close  sequence.  He  has  therefore 
chosen  simply  to  collate  a  few  relevant  facts  the  need 
of  which  thrust  itself  upon  his  attention,  and  to  reveal 
some  of  the  reflections  indulged  in  doing  the  work  of 
translating,  in  the  hope  that  better  thoughts  may  be  sug- 
gested or  contrary  opinions  provoked,  to  the  discernment 
and  establishment  of  truth  that  shall  redound  to  the  well- 
being  of  public  school  teachers  in  all  lands. 

Pedagogically  we  are  in  process  of  evolution,  therefore 
it  behooves  us  to  consider  carefully  the  conditions  of  our 
own  growth  and  the  factors  both  internal  and  external 
necessary  to  produce  a  sufficient  supply  of  fully  equipped 
and  well-trained  teachers  for  public  school  work.  Argu- 
ment is  no  longer  necessary  to  establish  the  truth  that  if 
it  is  the  duty  of  the  state  to  educate  its  children  it  is 
equally  incumbent  on  it  to  provide  means  for  the  adequate 
training  of  the  teachers  selected  to  carry  out  the  plans  pre- 
scribed for  the  development  of  citizens.  As  the  state  sows, 
so  will  it  also  reap.  The  tendency  has  been  toward  large 
appropriations  for  our  public  normal  schools.  Still  the 
demand  for  trained  teachers  has  been  so  pressing  that  pri- 
vate institutions  have  in  large  measure  undertaken  the 
work.  Of  the  263  normal  schools  now  in  existence,  132 
are  under  private  auspices  with  about  23,000  students  an 


Translator  s   Introduction.  5 

nually  enrolled  and  1300  annual  graduates.  The  131  public 
normal  schools  register  32,000  students  and  graduate  about 
3000  annually.  Nearly  all  of  the  states  report  normal 
schools  as  separate  institutions  or  as  departments  of  uni- 
versities or  colleges.  It  is  agreeable  to  note  that  the  West 
keeps  equal  pace  with  the  East  in  this  matter  and  that 
within  a  recent  period  normal  schools  have  multiplied  rap- 
idly in  the  South.  City  normal  schools  exist  in  most  of 
the  large  cities,  all  of  which  differ  in  organization  and  con- 
duct according  to  the  varying  conditions.  Some  are 
strictly  professional ;  others  combine  academic  and  profes- 
sional courses.  There  is  great  difference  of  opinion  as  to 
the  proper  choice. 

In  1852  the  Boston  Normal  School  was  organized  on  the 
former  plan.  After  a  time  certain  high  school  studies  were 
introduced  and  in  less  than  fifteen  years  the  professional 
training  became  secondary.  In  1872  the  school  was  re- 
organized on  a  strictly  professional  plan  and  this  action 
was  approved  by  men  like  Harrington,  Kiddle,  Harris, 
Philbrick  and  others.  In  1876  Superintendent  Philbrick 
succeeded  in  completing  an  organization  which  provided 
professional  training  in  theory  and  practice  for  candidates 
who  had  completed  a  high-school  course.  By  connecting 
with  his  normal  school  a  large  grammar  school  for  boys 
and  a  mixed  primary  school  he  gained  opportunity  for  giv- 
ing actual  work  in  the  schoolroom  as  a  part  of  the  pupil 
teacher's  course. 

The  St.  Louis  Normal  School  also  became  strictly  pro- 
fessional in  1880  and  is  provided  in  like  manner  with  a 
school  of  observation  and  practice. 

In  the  New  York  and  Philadelphia  Normal  Schools 
academic  and  special  training  are  pursued,  inasmuch  as 
these  cities  have  no  high  schools  for  girls.  Superin- 
tendent Philbrick's  observation  in  his  annual  report  of  1876 
shows  this  great  educator's  power  of  foresight.  He  said 
"In  the  New  York  and  Philadelphia  schools  where  the 


6  Translator  s    Introduction. 

general  education  and  the  special  training  are  carried  on 
simultaneously  we  observe  the  gradual  evolution  of  the 
distinctively  professional  department,  composed  of  the 
post-graduate  pupils.  As  soon  as  such  a  department  is 
clearly  differentiated  as  is  the  case  with  the  normal  de- 
partment of  the  San  Francisco  school,  it  only  remains  to 
place  this  department  under  a  competent  master  wholly 
devoted  to  its  management  and  training,  and  we  have  the 
realization  of  the  ideal  type  of  the  normal  school." 

Wherever  academic  training  is  entered  upon  in  normal 
schools,  pupils  are  admitted  at  fourteen  years  of  age  though 
their  special  training  does  not  begin  until  two  years  later, 
the  course  being  from  two  to  four  years  in  length.  In  the 
other  class  of  schools  women  are  not  admitted  until  six- 
teen, nor  men  until  seventeen  years  of  age,  the  course 
extending  from  one  to  two  years.  Supterintendent  An- 
drew S.  Draper  of  New  York  State  is  of  the  opinion  that 
less  time  should  be  spent  with  foundation  work,  that  no 
pupil  should  be  received  unless  fairly  educated  and  that 
larger  results  might  be  accomplished  by  confining  the 
work  to  special  training  in  methods  and  practice. 

This  running  outline  of  a  few  main  points  concerning 
our  normal  schools  may  serve  to  throw  side  light  upon  the 
detailed  statement  of  facts  by  Hannak  regarding  the  train- 
ing of  teachers  in  Austria  in  general  and  in  his  admirably 
planned  Pddagogium  in  particular. 

The  teachers'  Seminaries  in  Germany  spoken  of  by  Dr. 
Hannak  require  all  candidates  to  make  special  preparation 
for  admission.  In  Prussia  pupils  are  admitted  at  seventeen 
and  not  above  twenty-four.  The  first  year  is  devoted  to 
bringing  the  students  into  intellectual  harmony,  no  prac- 
tice being  allowed  in  the  annexed  schools.  The  second 
class  pursues  the  regular  schedule  and  enters  upon  prac- 
tice work.  Both  these  classes  spend  twenty-four  hours 
weekly  in  their  own  lessons.  The  third  class  studies  four- 
teen hours  a  week  and  each  member  must  spend  not  less 


Translator  s    Introduction.  7 

than  six  nor  more  than  ten  hours  a  week  in  practice  work 
covering  all  the  studies  of  their  schedule.  At  the  end  of 
'this  course  the  student  who  passes  the  examination  re- 
ceives a  provisional  certificate.  From  two  to  five  years 
later  upon  a  second  examination  he  may  receive  a  full 
certificate. 

In  Saxony  candidates  are  admitted  directly  from  the 
public  schools  at  fourteen  years  of  age,  but  the  first  three 
years'  course  covers  the  preparatory  course  required  in 
Prussia  for  admission  to  the  seminary. 

Dr.  Hannak,  it  will  be  noticed,  lays  great  stress  upon 
post-graduate  work  and  insists  upon  further  self-develop- 
ment on  the  part  of  the  teacher.  How  this  can  be  accom- 
plished by  the  teacher  who  is  at  the  same  time  engaged  in 
actual  teaching,  is  lucidly  set  forth.  The  distinct  claim  is 
made  that  the  Padagogium  is  an  institution  unique  of  its 
kind,  differing  widely  from  the  training  colleges  attached 
to  the  universities  of  Germany.  Dr.  Stoy,  late  the  lec- 
turing professor  and  principal  of  the  Training  College  at 
the  University  of  Jena,  insisted  that  reform  of  schools  is 
impossible  without  a  reform  of  the  training  system  for 
teachers.  Under  his  influence  the  government  in  1876 
re-organized  this  training  college  according  to  Dr.  Stoy's 
plan,  in  which  there  is  evident  recognition  of  the  impor- 
tance of  preventing  any  further  breach  between  the  teach- 
ers of  the  lower  and  the  higher  schools,  a  state  of  affairs 
so  lamentable  in  Great  Britain,  but  which  is  likely  to  be 
healed  over  when  training  colleges  are  affiliated  to  the 
universities  as  they  have  been  in  Germany.  It  may  be 
profitable  to  compare  the  following  courses,  by  Dr.  Stoy, 
with  the  outline  given  by  Dr.  Hannak. 

"FIRST  COURSE.— Principles  and  theory:  (i)  In  order 
to  avoid  and  prevent  all  mechanical  cramming  and  super- 
ficial varnish  in  the  place  of  a  thorough  education,  the 
training  college  student  has  to  work  his  way  through  the 
whole  system  of  philosophic  pedagogics.  Thus  he  be- 


8  Translator  s  Introduction. 

comes  acquainted  with  the  leading  ideas  and  aims  for 
teaching  work,  discipline  and  health.  (2)  He  has  to  study 
psychology  to  enable  him  to  find  the  proper  ways  and 
means  of  dealing  with  his  pupils.  (3)  In  order  to  find  ex- 
amples and  models  for  his  vocation  he  also  studies  the 
history  of  education. 

"SECOND  COURSE.— Practical  training:  (i)  The  practi- 
cal application  of  theory  consists  in  the  training  college 
student's  learning  how  to  control  himself  in  his  didactic 
intercourse  with  the  pupils.  (2)  For  this  purpose  a  com- 
plete school  of  several  classes  or  forms  must  be  attached 
to  the  training  college.  (3)  Every  student  is  directed  and 
guided  in  his  teaching  work  in  one  special  form  and  later 
on  in  all  the  forms  and  all  the  branches  gradually.  (4) 
Every  student  works  out  a  plan  or  programme  for  every 
lesson  he  is  going  to  give  and  hands  it  over  to  the 
principal  for  approval.  (5)  During  the  class  work  other 
students  and  the  principal  himself  are  present.  (6)  The 
teaching  work  done  in  the  classes  is  thoroughly  criticised 
in  special  conferences  by  the  principal  and  others  who 
have  attended.  (7)  In  this  manner  every  student  is  taught 
how  to  criticise  not  only  others,  but  himself  as  well  and 
thus  he  turns  theory  into  succum  et  sanguinem" 

If  we  reflect  that  the  teacher's  seminaries  in  Germany 
are  directed  by  men  thus  specially  trained  it  becomes 
obvious  that  Dr.  Stoy's  systematic  course  is  extended  even 
to  the  lower  schools. 

But  there  can  be  no  question  that  all  civilized  communi- 
ties are  reaching  the  conclusion  that  teachers  of  every 
grade  should  have  every  privilege  of  attaining  high  scho- 
lastic attainments  and  also  the  proper  recognition,  in  the 
bestowal  of  degrees,  from  a  certifying  power  able  to  make 
the  title  teacher  a  significant  and  worthy  endowment  and 
one  not  to  be  too  easily  obtained. 

To  those  readers  of  this  monograph  that  are  familiar 
with  the  German  language  it  would  doubtless  be  interest- 


Translator 's  Introduction.  9 

ing  to  look  at  the  school  statistics  for  Austria  contained 
in  the  "Oesterreichische  Statistik"  or  the  "Statistik  der  Un- 
terrickts-Anstalten"  The  public  elementary  and  Burgh- 
er schools, — the  latter  supported  by  corporate  districts 
and  not  by  the  state  at  large, — number  almost  sixteen 
thousand  with  about  fifty  thousand  teachers  and  two  and  a 
half  million  pupils.  In  seven  thousand  schools  German 
is  the  language  of  instruction,  in  four  thousand  Czech- 
Slavonian,  in  fifteen  hundred  Ruthenian,  in  one  thousand 
Polish,  in  the  rest  Italian,  Slavonian,  Servo-Croatian, 
Roumanian  and  Magyar,  and  in  about  five  hundred  the 
languages  are  mixed.  These  figures  are  significant. 

There  are  in  Vienna  seventy  public  elementary  schools 
for  boys,  seventy-two  for  girls,  and  twehty-four  for  both 
sexes.  The  attendance  was  seventy-five  thousand  in  round 
numbers.  It  is  notable  that  of  the  1530  teachers  1059  are 
males. 

The  new  Austrian  school  law  referred  to,  took  effect 
May  2,  1883  after  a  debate  occupying  thirteen  animated 
sessions  of  the  Reichsrath.  The  contest  was  over  two 
articles,  the  one  lessening  the  period  of  obligatory  attend- 
ance and  the  other  making  public  school  offices  open  to  all 
citizens  who  have  obtained  proper  legal  qualifications.  It 
prescribes  that  only  those  teachers  may  be  selected  as 
principals  who  have  also  obtained  a  qualification  to  give 
religious  instruction  in  the  denominations  to  which  the 
majority  of  the  scholars  of  the  schools  of  which  they  are 
to  have  charge  belong,  taking  the  average  of  the  previous 
five  years.  In  estimating  this  average  scholars  of  the 
different  evangelical  creeds  shall  be  regarded  as  belonging 
to  one  denomination. 

This  article  was  stubbornly  fought  by  the  Liberals  and 
the  anti-clerical  press.  It  was  passed  in  the  upper  house 
by  a  majority  of  three.  The  edition  of  the  Freie  Pdda- 
gogische  Bliitter  for  May  5,  1883  was  confiscated  by  the 
government  authorities  because  it  contained  an  article  re- 
flecting on  the  new  law. 


IO  Translator  s   Introduction. 

According  to  the  census  of  1880  the  Roman  Catholics 
formed  91.35  per  cent,  of  the  total  population,  the  Jews  4.54, 
the  Greek  orientals  2.23,  the  Evangelicals  1.81,  and  other 
confessions  .07  per  cent. 

The  foregoing  different  facts  and  opinions  have  been 
furnished  merely  as  a  partial  reflex  of  the  translator's  mind 
whilst  engaged  in  studying  and  discussing  with  others  the 
various  points  of  interest  in  this  MONOGRAPH. 

This  beautiful  gem  of  pedagogical  description  by  Dr. 
Hannak  is  certainly  worthy  of  a  richer  setting  than  the 
translator  is  able  to  give.  It  should  be  viewed  in  the  full 
light  of  the  history  of  pedagogy.  To  present  completely 
the  status  of  professional  training  in  foreign  countries  alone 
would  transcend  the  limits  of  this  introduction,  as  it  would 
the  power  of  the  translator.  What  he  has  written,  he  has 
written  under  the  strong  impulse  of  a  fond  hope  that  in 
every  large  city  of  his  native  land,  there  may  yet  be  found 
a  Hannak  and  a  Padagogium  to  stir  the  honest  pride  of 
our  elementary  teachers  and  inspire  them  with  renewed 
zeal  for  self-development  and  a  more  complete  consecra- 
tion to  the  holy  work  of  training  a  child. 


The  Training  of  Teachers  in  Austria. 


The  profession  of  teaching  perhaps  more  than  any  other, 
requires  for  its  pursuit  proper  and  adequate  training.  The 
teacher  transmits  the  culture  of  the  present  to  the  genera- 
tions of  the  future.  As  this  culture  is  conceived  as  con- 
stantly widening  and  deepening,  its  transmitter  must  keep 
pace  with  it  if  he  would  be  worthy  of  his  high  calling.  A 
proper  training  for  teachers  in  higher  institutions  is  so  well 
provided  for  at  present,  that  they  may  safely  be  passed  by 
without  consideration.  In  the  first  place,  their  preparation 
is  thorough,  since  it  is  only  after  the  completion  of  the 
entire  course  of  eight  years  at  a  Gymnasium — or  of  seven 
years  at  the  Ober-Realschule — that  a  student  can,  at  about 
eighteen  years  of  age,  enter  the  University  or  the  Techni- 
cal School  and  there  devote  four  or  five  years  more  to 
mastering  the  subject  of  his  choice.  This  training  may  be 
made  both  special  and  very  complete,  since  it  is  usual  in 
the  higher  institutions  of  learning  to  assign  to  special 
teachers  related  groups  of  subjects.  Moreover  the  Semtna- 
ria  for  philology,  history  and  allied  topics,  and  the  physical 
and  chemical  institutes,  exist  at  all' Universities  to  foster 
the  special  talents  of  their  members.  At  the  compara- 
tively mature  age  of  twenty-three — sometimes  twenty-five 
—the  candidate  enters  the  schools  and  undertakes  instruc- 
tion for  the  first  time.  For  the  first  year  he  is  on  trial  and 
under  the  supervision  both  of  a  special  teacher  and  of  the 
director  of  the  school  who  acquaint  him  with  school  meth- 


12  The    Training  of  Teachers  in  Austria. 

ods  and  discipline.  Only  after  satisfactorily  completing 
this  year  of  probation,  is  the  candidate  given  a  permanent 
appointment.  Any  further  training  is  left  to  experience. 
Confined  to  a  single  subject,  or  group  of  allied  sub- 
jects, proficiency  is  gained  rapidly.  Marked  assistance  is 
afforded  by  the  funds  which  all  of  the  Real  Schools,  Gym- 
nasia and  higher  special  schools  have  for  the  purpose  of 
purchasing  the  more  expensive  books  of  reference  in  the 
various  departments  of  instruction  and  the  newly  devised 
appliances  and  apparatus  for  demonstration  and  instruc- 
tion. There  are  also  societies  formed  by  the  teachers  of 
the  higher  or  intermediate1  schools,  and  their  members 
sensibly  stimulate  and  instruct  each  other  by  the  discus- 
sion of  practical  educational  topics  and  also  by  discourses 
and  essays  which  are  frequently  published.  Then  too  the 
Gymnasia  and  Real  Schools  publish  annual  reports  or 
programmes  in  which  are  contained,  besides  information 
concerning  the  work  and  development  of  the  institution, 
one  or  two  scientific  discussions  on  pedagogic  subjects  by 
members  of  the  faculty.  Since  all  the  professors  are  in 
turn  called  upon  to  assist  in  the  preparation  of  this  pro- 
gramme, it  acts  as  a  spur  to  keep  each  one  doing  some 
original  work  in  his  own  department,  the  result  of  which 
is  to  be  promulgated  when  his  turn  comes  to  edit  the 
annual  publication. 

Finally,  the  government  supports  two  journals — the 
Zeitschrift  fur  das  Gymnasialwasen  and  the  Realschule — 
in  which  original  papers,  official  orders  and  documents, 
reviews  of  new  books,  and  the  discussions  of  questions  of 
didactics  find  a  place.  In  1887  the  societies  of  teachers 
just  referred  to,  established  a  journal  of  their  own — Mit- 
theilungen  der  Mittelschule — which  is  growing  rapidly  in 
favor. 

For   the   teachers   in   elementary  schools,   however,   no 


In  Austria  the  Gymnasia  and  Real  Schools  are  known  as  Intermediate  Schools. 


The   Training  of  Teachers  in  Austria.  13 

such  favorable  conditions  prevail  as  for  training  teachers 
for  advanced  work.2 

Candidates  for  elementary  school  work  come  at  about 
fifteen  years  of  age,  with  a  very  meagre  preparation — ob- 
tained either  in  the  lower  classes  of  the  Gymnasia  or  Real 
Schools,  or  in  the  Burger  Schools,  which  are  merely  the 
higher  classes  of  an  elementary  school  with  more  efficient 
instruction — to  the  Training  Schools,  where  for  four  years 
they  receive  both  theoretical  and  practical  preparation  for 
their  life-work.  When  we  consider  that  these  students 
must  be  instructed  in  numerous  and  varied  subjects,  and 
that  they  must  be  led  to  an  apprenticeship  in  teaching  by 
model  and  practice  lessons  and  by  criticisms  on  their  at- 
tempts, it  must  be  confessed  that  neither  the  time  at  our 
command  nor  the  acquirements  of  the  students  themselves 
are  sufficient  to  give  them  the  thorough  and  substantial 
training  that  we  desire.  And  this  is  so  despite  the  fact  that 
such  training  is  not  less  necessary  for  elementary  than  for 
higher  teachers — in  point  of  fact,  it  is  even  more  necessary 
for  the  former.  It  is  in  contact  with  the  elementary  school 
that  the  great  masses  of  the  population  come,  and  it  is 
from  the  elementary  school  teacher  that  the  majority  must 
get  the  only  instruction  they  will  ever  receive.  Under  the 
circumstances  it  would  seem  that  we  are  justified  in  de- 
manding of  public  opinion  and  of  the  government  that  the 
elementary  teachers  shall  have  further  opportunities  for 
improvement  presented  to  them,  especially  since  their 
work  begins  at  the  early  and  immature  age  of  twenty. 
Indeed,  in  Austria  a  movement  has  already  been  begun, 
and  some  legislation  secured,  for  the  purpose  of  providing 
a  more  complete  and  symmetrical  training  for  the  elemen- 
tary teachers. 

As  one  means  of  compelling  the  younger  teachers  to 
improve  themselves  a  system  of  examinations  has  been 


9  Whatever  is  said  of  elementary  school-masters  is  true  also  of  elementary  school-mis- 
Their  privileges  and  duties  are  the  same. 


14  The   Training  of  Teachers  in  Austria. 

devised.  After  completing  the  course  at  the  Training 
School  and  after  passing  the  preliminary  examination 
which  admits  the  candidate  to  his  profession,  he  must 
work  at  least  two  years  in  a  public  school  before  he  is 
admitted  to  the  examination  which  determines  his  fitness 
for  general  teaching.  This  examination  is  held  by  a  spe- 
cial commission  appointed  for  the  purpose.  By  them  he 
is  examined  on  the  best  methods  of  teaching  the  subjects 
prescribed  for  the  elementary  schools,  on  the  subject- 
matter  of  the  curriculum  itself,  and  on  the  regulations 
concerning  school  organization  and  discipline.  For  the 
teacher  who  is  content  to  remain  always  in  the  elementary 
schools  no  examination  beyond  this  is  necessary.  The 
majority,  however,  desire  to  secure  appointments  in  Burger 
or  secondary  schools,  and  for  eligibility  to  these  a  further 
examination  is  prescribed.  For  this  three  groups  of  sub- 
jects are  offered — the  philological  and  historical,  the  sci- 
entific, and  the  mathematical  and  technical  groups — and 
of  these  the  candidate  must  choose  one.  He  must  prove 
to  the  satisfaction  of  his  examiners  that  he  possesses  the 
knowledge  of  the  subjects  in  the  group  chosen  by  him, 
necessary  to  enable  him  to  teach  them  in  the  Burger 
Schools,  and  must  also  be  able  to  show  that  he  is  well 
posted  on  technical  pedagogic  questions.  In  fact  he  must 
have  a  good  knowledge  not  only  of  pedagogy  and  its 
history,  especially  since  the  sixteenth  century,  but  also  of 
psychology  and  logic.  If  the  examination  for  an  elemen- 
tary school  certificate  seems  more  practical  than  this,  it 
must  be  admitted  that  this  is  of  a  more  scientific  charac- 
ter, while  it  by  no  means  overlooks  questions  of  method. 

These  examinations  make  it  plain  whether  or  not  the 
teacher  can  give  evidence  of  possessing  any  culture  ;  but 
of  the  value  and  nature  of  this  culture,  and  as  to  whether 
it  has  been  gained  at  the  Training  School  or  by  private 
study,  the  examinations  can  say  nothing.  It  may  fairly 
be  said,  however,  that  the  knowledge  gained  at  the  Train- 


TJic   Training  of  Teachers  in  Austria.  15 

ing  School  is  quite  sufficient  to  enable  one  to  pass  the 
examinations  to  teach  in  the  elementary  schools  ;  but  that 
of  the  teacher  in  the  Burger  Schools  demands  are  made 
far  in  excess  of  anything  that  the  curriculum  of  the  Train- 
ing Colleges  can  satisfy.  But  many  inducements  exist, 
and  some  of  them  have  found  a  place  in  the  law,  which 
attract  the  teachers  to  move  forward  in  their  profession 
and  not  remain  content  with  what  they  have  been  taught 
at  the  Training  School. 

Unquestionably,  for  the  teacher,  as  for  members  of  any 
other  profession,  the  reading  of  scientific  and  special  works 
which  bear  directly  on  his  specialty  are  an  excellent  means 
of  improvement.  As  the  recompense  of  the  teacher  is 
not  sufficient  to  enable  him  to  purchase  for  his  private 
collection  the  numerous  books,  old  and  new,  relating  to 
public  school  teaching,  a  district  library  is  provided  for 
each  school  district.3 

Still  the  funds  allotted  for  this  purpose  are  not  sufficient 
to  purchase  all  the  books  that  are  necessary;  and  often  the 
distance  of  many  of  the  teachers  from  the  library  is  too 
great  and  the  mode  of  administration  too  complicated  to 
produce  the  best  results. 

A  further  means  of  self-improvement  is  afforded  by  the 
various  conferences.  Nearly  a  century  ago,  in  the  reign 
of  Emperor  Leopold  II.  (1790-1792),  such  conferences  were 
planned  ;  but  it  was  not  until  the  year  1848  that  they  were 
really  in  existence,  and  they  were  definitely  organized  by 
the  new  public  school  law  of  1869. 

There  are  both  official  conferences  prescribed  by  law, 
and  also  such  teachers'  institutes  as  take  place  by  the 
voluntary  gathering  together  of  the  teachers.  The  official 
conferences  comprise  local,  district,  and  provincial  confer- 
ences of  teachers.  The  local  conferences  take  place  in 
every  school  where  a  number  of  teachers  are  employed, 


3  The  Austrian  crown  lauds  are  divided  for  public  school  purposes,  into  school  dis- 
tricts OOCTMpondtaf  to  political  divisions. 


1 6  The   Training  of  Teachers  in  Austria. 

and,  as  a  rule,  they  are  held  every  month.  The  district 
conferences  of  the  teachers  are  called  together  at  least 
once  each  year  by  the  district  school  board,  and  all  the 
teachers  of  the  district  must  appear  at  them.  The  provin- 
cial conference  of  teachers  is  called  by  the  provincial 
school  board,  and  delegates  are  sent  to  it  from  all  the 
districts  of  the  province.  At  these  conferences  the  exter- 
nal and  internal  relations  of  the  schools  are  discussed. 
Yet  since  at  the  district  and  the  provincial  conferences  the 
wishes  of  the  school  officers  receive  great  consideration, 
the  strictly  pedagogic  and  didactic  subjects  do  not  always 
occupy  a  prominent  place  on  the  programme. 

There  are,  however,  quite  independently  of  the  influence 
of  the  government,  teachers'  assemblies  held  which  in- 
clude either  the  teachers  of  a  district,  or  of  an  entire 
province,  or  sometimes  several  provinces.  As  a  rule,  the 
societies  of  teachers  manage  these  gatherings.  In  them 
there  is  a  freer  expression  of  opinion  than  in  the  official 
conferences.  In  the  decade  between  1870  and  1880  the 
conferences  of  all  the  teachers  of  the  empire  were  adding 
very  materially  to  the  full  discussion  of  school  matters. 
Since  the  feeling  between  the  two  nationalities  has  become 
so  intense  in  Austria,  these  gatherings  have  limited  them- 
selves to  German  teachers,  and  are  therefore  generally 
called  "  German  Teachers'  Gatherings." 

The  same  means  which  the  conferences  of  teachers  offer 
for  the  training  of  teachers  the  teachers'  societies,  already 
mentioned,  also  guarantee.  Their  number  has  increased 
steadily  since  the  entrance  of  constitutional  life  into  Aus- 
tria. One  of  the  oldest  is  the  society  called  Volksschule, 
in  Vienna  ;  the  Padagogische  Gesellschaft  in  Vienna,  is 
distinguishing  itself  by  its  important  publications.  In  such 
unions,  which  hold  their  sessions  frequently  during  the 
year,  scientific  discourses  are  delivered,  pedagogic  and 
didactic  questions  are  discussed,  books  and  means  of  in- 
struction are  reviewed,  and  sometimes  newly  invented 


The   Training  of  Teachers  in  Austria.  17 

apparatus  and  materials  for  object-lessons  are  exhibited. 
If  too  frequent  and  too  great  stress  is  laid  upon  the  mere 
care  of  special  interests  in  these  societies,  they  lose  the 
value  which  they  would  otherwise  possess  for  the  improve- 
ment of  their  members. 

One  important  aspect  of  the  teachers'  training  is  the  art 
of  instruction.  We  do  not  call  pedagogy  an  art  without 
reason,  since  for  instruction  as  well  as  for  education  a 
certain  finish  and  skill  in  the  application  of  theory  is 
requisite.  This  art  is  not  to  be  learned  from  books  and 
lectures,  but  through  the  living  example.  Therefore,  we 
emphasize  as  an  important  means  of  education  and  train- 
ing, the  observation  of  the  teaching  of  other  persons,  or 
the  visitation  of  good  schools.  In  this  respect  there  is 
little  opportunity  offered  to  the  Austrian  teacher  after  he 
has  entered  upon  the  practice  of  his  profession.  Only  by 
travel,  undertaken  at  his  own  expense,  can  he  succeed  in 
observing  many  other  teachers  at  their  work.  There  is  an 
exception  in  Vienna  where  the  young  teacher  is  appointed 
as  assistant  to  the  head-master,  and  as  such  occasionally 
attends  his  lessons. 

Finally,  among  the  plans  for  training  teachers  there  is 
to  be  mentioned  the  Burger-School  Teachers'  Course, 
which  was  called  into  existence  by  the  Imperial  Depart- 
ment of  Public  Instruction  in  the  year  1886.  Since  the 
aim  of  the  institutions  for  the  training  of  teachers  was 
lowered,  especially  by  the  innovation  in  the  school  law  of 
the  year  1883,  the  preparation  at  these  institutions  is  not 
sufficient  for  candidates  for  positions  in  Burger  (Secondary) 
Schools.  Therefore,  in  most  Teachers'  Training  Schools, 
courses  were  established  in  which  the  teachers  who  desire 
to  qualify  themselves  for  the  Burger  Schools  can  receive 
an  adequate  training.  These  are  evening  courses  which  in 
ten  weeks'  instruction  each  year,  have  to  teach,  first  of  all, 
what  the  candidate  requires  in  one  group  of  studies,  in 
order  to  pass  the  examination  appointed  for  Burger  School 


1 8  The   Training  of  Teachers  in  Austria. 

certificate.  Theoretical  instruction  stands  in  the  fore- 
ground ;  only  so  far  as  practicable  and  as  a  secondary 
matter,  are  practice  lessons  also  given  in  -these  schools. 

From  the  shortness  of  the  time  devoted  to  these  courses, 
it  is  natural,  though  not  justifiable,  to  conclude  that  these 
are  cramming  schools  for  the  Burger  School  Teachers' 
examinations. 

Over  against  these  official  and  non-official  arrangements 
for  the  training  of  teachers,  which  pay  especial  regard  to 
one  or  the  other  side  of  the  teachers'  profession,  the  great 
city  of  Vienna  possesses  in  the  Pddagogium,  an  institution, 
which  seeks  to  pay  attention  to  every  side  of  the  teachers' 
training.  This  is  an  institution,  unique  of  its  kind,  not  only 
in  Austria,  but  perhaps  in  the  whole  of  Europe.  It  is  true 
there  are  pedagogic  seminaries  at  the  universities  in  Ger- 
many ;  these  are  intended,  however,  for  the  students  of 
the  university,  therefore,  primarily,  for  candidates  for  the 
higher  positions,  and  only  in  special  cases  can  the  public 
school  teachers  seek  and  find  their  training  there.  An 
institution  organized  exclusively  with  regard  to  the  needs 
of  the  public  school  teachers  and  exclusively  intended  for 
their  training  does  not  exist  outside  of  Vienna. 

Owing  to  the  peculiar  nature  of  this  institution  a  closer 
description  will  be  of  interest.  When  by  the  adoption  of 
the  constitution  in  the  year  1861  public  life  in  Austria  re- 
ceived new  dignity,  men  thought  also  of  promoting  public 
school  affairs,  which  since  the  time  of  the  French  wars  had 
made  no  substantial  progress.  Especially  did  the  repre- 
sentatives of  the  city  of  Vienna  concern  themselves  with 
the  promotion  of  their  public  school  interests.  Convinced 
that  the  well-being  of  the  public  schools  depends  upon  the 
culture  of  the  teachers,  they  had  in  view  as  early  as  1864, 
the  establishment  of  a  teachers'  seminary.  In  T866  this 
plan  was  again  taken  up,  but  so  altered  that  not  a  teach- 
ers' seminary,  but  a  Training  School  for  Teachers  was  to 
be  established.  After  protracted  negotiations  with  the 


The   Training  of  Teachers  in  Austria.  19 

government,  its  consent  to  this  establishment  was  obtained 
and  Dr.  Frederick  Dittes,  director  of  the  Gotha  Seminary 
was  called  to  undertake  its  organization.  The  institution 
organized  by  him  received  the  name  Pddagogium^  and 
was  opened  in  the  autumn  of  1868.  The  course  comprised 
three  years  in  which,  besides  the  theoretical  instruction  of 
the  students,  their  practical  ability  as  teachers  in  the 
practice  school  was  also  given  consideration.  In  general, 
the  plan  of  the  German  Seminary  was  taken  as  a  model. 
Still,  at  the  Pddagogium  there  was  no  manner  of  compul- 
sory attendance  ;  each  participant  could  follow  the  whole 
series  of  lectures  and  practice  exercises,  or  he  £ould  elect 
to  attend  only  single  lectures.  Moreover,  since  teachers 
already  having  had  experience  visited  the  Training  School, 
the  aim  of  the  instruction  was  set  higher  than  is  the  case 
in  the  German  teachers'  seminaries.  The  Pddagogium 
soon  won  for  itself  a  reputation  reaching  far  beyond  the 
boundaries  of  Austria,  and  was  frequently  sought  by  teach- 
ers from  south-eastern  Europe. 

In  the  year  1874  the  organization  of  the  Austrian  Teach- 
ers' Training  Schools  followed.  They  were  planned  after 
the  manner  of  the  German  seminaries.  By  this  step  the 
culture  of  the  teaching  profession  was  materially  raised. 
Previously  the  Teachers'  Training  School  embraced  only 
a  two  years'  course  ;  since  1874,  a  four  years'  course.  The 
candidates  prepared  at  these  schools  have  come  away 
with  fuller  knowledge,  clearer  insight,  and  greater  skill 
in  school  methods.  The  Pddagogium  had  to  consider  this 
changed  state  of  affairs.  It  had  placed  before  it,  there- 
fore, the  necessity  of  reorganization  in  order  to  meet  the 
wants  of  the  more  cultivated  teachers  now  visiting  it. 
This  reorganization  took  place  in  1881.  As  Dr.  Dittes  had 
resigned,  Dr.  Emil  Hannak,  director  of  the  seminary 
established  at  Wr.-Neustadt,  and  previously  engaged  un- 
der Dr.  Dittes  at  the  Pddagogium,  was  called  to  the  head 
of  the  institution  and  entrusted  with  the  management  of 


2O  The   Training  of  Teachers  in  Austria. 

the  same.  The  reorganization  took  place  with  the  coope- 
ration of  a  commission  from  the  common  council  of  the 
city  of  Vienna. 

The  first  point  to  be  kept  in  mind  was  that  the  training 
of  the  teachers  should  follow  two  directions  ;  on  the  one 
hand,  the  teacher  should  improve  himself  in  his  profession, 
therefore,  he  must  complete  and  round  out  his  knowledge 
in  that  department  in  which  he  is  engaged  in  teaching  ;  on 
the  other  hand,  he  should  extend  the  foundations  of  his 
general  training  received  at  the  Teachers'  Training  School. 
This  first  extension  of  his  training  will  increase  his  effi- 
ciency in  the  school,  but  the  second  will  assist  greatly  in 
his  self-development,  inasmuch  as  it  extends  his  horizon, 
furnishes  his  mind,  ennobles  his  nature,  and  forms  his 
character.  In  consequence,  it  elevates  his  social  standing 
and  thus  tends  to  increase  his  efficiency  in  office,  since  the 
more  highly  cultivated  teacher  enters  upon  his  responsible 
undertaking  at  all  events  with  more  understanding  and 
tact  than  the  less  cultivated. 

Since  the  Pddagogium  drew  its  attendants  from  the 
teachers  who  had  been  prepared  in  the  Teachers'  Training 
Schools,  the  plan  of  instruction  had  to  be  so  arranged  as 
to  bring  it  into  intimate  union  with  that  of  these  Schools, 
and  to  complete  or  extend  the  latter  wherever  gaps  had 
been  left,  or  where  the  need  for  completion  or  extension 
was  felt.  In  order  to  have  due  regard  to  every  side  of  the 
needed  training,  the  practical  development  had  to  be 
separated  from  the  theoretical.  And  because  the  aim  of 
the  instruction  in  one  or  the  other  direction  could  not  be 
lowered  but  had  to  be  considerably  raised,  it  appeared  to 
be  necessary  to  increase  the  time  for  training.  Therefore, 
two  years  were  appointed  for  the  course  in  methodology 
and  likewise  two  years  for  the  scientific  course.  As  far 
as  the  organization  of  the  course  in  methodology  is  con- 
cerned, besides  logic,  the  principles  of  instruction,  psy- 
chology and  the  principles  of  education,  there  are  taught 


The   Training  of  Teachers  in  Austria.  21 

general  didactics  and  special  methods  in  all  the  prescribed 
school  subjects  with  the  exception  of  religion.  It  is  self- 
evident  that  these  subjects  can  be  taught  with  greater 
compass  and  penetration  than  is  the  case  at  the  Training 
Schools,  since,  on  the  one  hand,  the  culture  and  the  matu- 
rity of  the  students  is  greater  and  there  is  also  a  much 
greater  time  allowed  for  the  instruction.  At  least  one 
hour  per  week  for  the  whole  year  is  allotted  to  each  sub- 
ject. Only  singing,  turning  and  sewing  are  restricted  to 
one  hour  a  week  for  a  term.  Moreover,  the  methods  in 
language,  in  mathematics,  and  in  drawing  are  divided  into 
two  courses  of  a  year  each.  The  first  course  treats  of  pure 
method,  the  second  gives  the  general  didactics  in  so  far 
as  it  is  dependent  on  the  matter  to  be  taught. 

Besides  the  theoretical  instruction  in  methodology,  prac- 
tice in  teaching  enters  to  explain  and  complete  it.  On 
account  of  the  value  which  the  observation  of  another's 
power  to  teach  has  for  self-improvement,  one  hour  weekly 
for  visitation  was  designated  in  every  annual  course.  The 
students  have,  therefore,  the  opportunity  of  learning  to 
know  sixteen  different  teachers  and  of  observing  how  they 
treat  the  different  subjects  in  the  different  grades.  Here- 
by they  gather  material  for  their  own  practice,  the  value 
of  which  is  certainly  not  to  be  underrated.  Then  follow- 
ing these  hours  of  visitation  come  the  trial  lessons  of  the 
students  themselves.  These  too  are  of  no  slight  value. 
The  established  teacher  is  engaged  in  his  own  school  in 
only  one  class,  perhaps  most  frequently  in  the  elementary 
class.  He  has  therefore  no  opportunity  to  gain  experience 
in  teaching  in  higher  classes.  The  practice  at  the  Pdda- 
gogium  opens  up  to  him  this  possibility,  and  no  one  has 
yet  denied  that  practice  in  any  form  of  activity  increases 
the  quality  of  the  work  done  in  that  form  of  activity.  But 
these  trial  lessons  are  also  of  value  to  the  other  students 
in  attendance.  The  teachers  come  from  different  institu- 
tions and  bring  with  them  varied  methods  of  instruction. 


22  The   Training  of  Teachers  in  Austria. 

Those  who  attend  the  practice  lessons  learn  to  know 
of  these  different  ways  of  treating  single  subjects  and 
thus  have  still  more  material  which  they  can,  with  some 
thought,  work  into  their  own  practice.  If  we  count  thirty- 
five  trial  and  thirty-five  model  lessons,  those  students  who 
regularly  visit  the  Pddagogium  have,  not  to  mention  the 
hours  of  visitation  and  instruction  spent  at  the  Teachers' 
Training  Schools,  about  one  hundred  and  forty  lesson- 
pictures  before  them  from  which  they  may  gain  a  thorough 
insight  into  the  art  and  method  of  the  instruction  of 
different  subjects  in  the  different  grades. 

At  the  model  and  trial  lessons  it  is  evident  that  a  dis- 
cussion must  follow  which  shall  first  set  forth  the  peda- 
gogic principles  which  the  teachers  in  the  practice  school 
have  followed  in  the  model  lessons  ;  and  then  furnish  a 
criticism  of  the  practice  by  the  colleagues  of  the  practising 
teachers  and  such  other  students  as  were  present  at  the 
practice. 

After  the  schedule  of  the  course  in  methodology  was 
determined  upon,  the  question  arose  as  to  the  faculty  that 
should  undertake  the  methodology  of  each  subject.  Since 
the  theory  of  methodology  should  stand  in  the  most  inti- 
mate contact  and  the  most  active  relation  with  practice, 
and  moreover,  since  the  division  of  labor  elevates  the 
quality  of  the  work,  one  member  of  the  corps  of  teachers 
of  both  practice  schools  was  chosen  for  each  single  sub- 
ject. Theory  and  practice  were  in  this  manner  brought 
into  the  best  connection,  and  also  each  one  of  the  teachers, 
since  only  a  restricted  sphere  was  laid  out  for  his  special 
study,  could  easily  master  it  and  easily  grasp  all  the 
details  that  might  come  under  his  notice.  The  instruction 
proved  also  to  be  very  interesting  inasmuch  as  it  could  be 
interrupted  by  the  exposition  of  separate  parts  and  the 
mention  of  important  or  newly-appearing  pedagogic  and 
didactic  books,  and  by  the  ensuing  discussions.  Although 
the  training  at  the  Pddagogium  is  to  be  its  own  end,  yet 


The   Training  of  Teachers  in  Austria.  23 

this  methodical  course  as  it  is  now  organized  can  also 
serve  this  practical  purpose,  viz.:  to  make  it  much  easier 
to  pass  the  various  examinations  to  test  a  teacher's  fitness 
for  the  common  schools. 

As  for  the  scientific  course,  it  is  so  arranged  that  each 
subject  is  completed  in  two  years.  The  history  of  peda- 
gogy is  placed  exclusively  in  this  course  as  a  separate 
subject,  because  whatever  in  it  is  important  for  practical 
application  appears  in  the  course  on  methodology  under 
the  separate  subjects  treated.  Two  hours  weekly  are 
allowed  each  year  for  the  history  of  pedagogy.  In  this 
time  it  is  possible  not  only  to  give  a  view  of  the  devel- 
opment of  pedagogy,  but  also  by  the  discussion  of  the 
development  of  culture  in  general  to  show  the  connection 
between  the  latter  and  pedagogy,  and  by  the  analysis  of 
the  more  important  pedagogic  writings  to  arouse  self- 
activity  in  the  students,  and  to  make  possible  an  indepen- 
dent judgment  of  these  works.  And  in  addition  to  all 
this,  substantial  contributions  are  made  by  expositions 
contributed  by  the  students,  in  which  the  results  of  the 
study  of  different  important  works  in  the  history  of  peda- 
gogy are  presented. 

In  Language  the  history  of  German  literature  is  treated 
in  two  parallel  courses  of  three  hours  each,  and  in  connec- 
tion therewith  themes  taken  from  the  literature  are  worked 
up  in  writing ;  and  this  again  requires  deeper  original 
search  into  the  more  important  works. 

In  Geography,  general  and  special  geography  are  ex- 
haustively treated  in  two  alternate  courses  of  three  hours 
weekly;  and  especially  are  mathematical  and  astronomical 
geography,  which  fail  entirely  in  the  Teachers'  Training 
Schools,  thoroughly  canvassed.  An  observatory  has  been 
erected  at  the  Pddagogium  for  the  purpose  of  studying  the 
heavens. 

In  History  it  is  for  the  first  time  possible  in  this  institu- 
tion to  discuss  with  adequate  comprehension  the  practical 


24  The   Training  of  Teachers  in  Austria. 

connection  of  events  and  the  different  directions  of  human 
culture.  At  the  same  time  by  direction  to  the  sources 
and  by  independent  reading  and  reference  to  individual 
original  works,  not  only  is  the  instruction  enlivened,  but 
also  the  self-activity  of  the  students  is  aroused  and  their 
knowledge  deepened. 

The  instruction  in  Mathematics  is  so  divided  in  the  two 
courses  that  in  the  first  course  is  treated  the  knowledge 
required  to  teach  mechanics,  logarithms  and  calculations 
connected  therewith,  quadratic  equations  of  one  or  more 
unknown  quantities  and  the  higher  equations  based  upon 
quadratics,  the  binomial  theorem,  variation,  permutation 
and  combination,  and  probabilities;  also  trigonometry,  and 
pure  geometry.  This  large  amount  of  material  necessitat- 
ed an  increase  in  the  number  of  hours  to  four  weekly. 
There  remained  only  two  hours  in  the  second  course 
for  stereometry,  in  which  however  trigonometry  can  be 
applied. 

Natural  History  in  each  year  receives  three  hours  week- 
ly. One  year  Zoology  is  taught  with  special  emphasis  to 
the  somatology  of  man;  the  next  year  mineralogy  is  taken 
up  with  geology  and  botany.  To  this  scientific  course 
there  is  joined  a  practical  one  in  which  skeletonizing, 
stuffing,  the  preparation  of  animal  and  vegetable  objects, 
and  the  determination  of  animals,  plants  and  minerals  are 
practised. 

Natural  Philosophy  treats  in  the  first  course  chemistry 
in  two  hours.  In  the  first  semester  mineralogy  is  studied; 
in  the  second,  organic  chemistry,  and,  under  physics,  the 
general  and  special  properties  of  bodies,  electricity  and 
magnetism.  In  the  second  course  physics  with  mechanics, 
optics  and  acoustics  are  limited  to  two  hours  weekly,  and 
in  chemistry  analyses  and  tests  are  made  by  the  students 
in  the  laboratory  three  hours  weekly. 

Drawing  is  taught  in  two  courses  after  the  essential  part 
of  projection  has  already  been  passed  over  in  the  meth- 


The   Training  of  Teachers  in  Austria.  25 

odological  course.  Besides  the  drawing  of  objects  in 
perspective  and  in  light  and  shade,  and  of  heads  from 
models,  attention  is  given  polychrome,  the  drawing  of 
topographical  plans  and  the  representation  of  simple  ob- 
jects in  architectural  and  mechanical  drawings.  In  addi- 
tion to  this,  two  hours  a  week  are  devoted  to  form  study 
consisting  of  modeling  from  ornaments,  objects  of  nature 
and  plastic  charts. 

French,  the  only  foreign  language  taught  at  the  Pdd- 
agogium,  occupies  two  courses  of  three  hours. 

Besides  these  lectures,  with  which  also  practical  exer- 
cises in  the  natural  sciences,  and  written  work  in  mathe- 
matics and  the  humanistic  branches  are  connected,  the 
Pddagogium  offers  to  its  students  a  rich  library  of  more 
than  two  thousand  works,  procured  with  regard  to  the 
teachers'  needs  for  improvement,  numerous  means  of 
instruction  and  observation,  apparatus  and  instruments 
which  are  necessary  and  useful  for  the  teacher,  and  by  an 
endowment  which  produces  about  three  hundred  dollars 
yearly  it  is  in  position  to  obtain  necessary  supplies  from 
the  newest  that  appear. 

The  Pddagogium  is  accordingly  fitted  as  no  other  in- 
stitution is  to  attend  to  the  training  of  teachers  with  all  the 
known  means  for  the  different  lines  of  work  in  which  they 
should  succeed.  Lectures  and  discourses  as  well  as  the 
observation  of  model  lessons  and  the  exercise  of  trial 
lessons,  pedagogic  conferences  as  well  as  original  written 
and  practical  exercises  in  science,  offer  to  the  students  the 
opportunity  to  develop  themselves  both  practically  and 
theoretically. 

Therefore  it  is  not  to  be  viewed  as  a  mere  oratio  pro 
domo  if  the  author,  in  a  pedagogic  publication  issued  in  a 
part  of  the  world  far  from  his  own  home,  calls  the  attention 
of  the  friends  of  the  schools  and  of  culture  in  general  to 
this  institution,  and  as  opportunity  offers  makes  prominent 


26  The   Training  of  Teachers  in  Austria. 

the  necessity  for  the  improvement  of  teachers;  inasmuch  as 
the  progress  of  the  profession  of  teaching  is  one  of  the 
surest  guarantees  of  the  progress  of  mankind  in  general; 
and  it  is  this  latter  progress  which  all  thinking  men  have 
for  their  ideal. 


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Helen's  Manifold  Cyclopedia. 

Alden's  Manifold  Cyclopedia  of  Knowledge  aud  Language  is  publishing  in  30  or  more 
volumes,  with  thousands  of  illustrations,  Ideal  Edition,  about  640  pages  each, 
Brevier  type.  Price  per  vol.,  cloth,  6Oc.  (20c);  half  Morocco,  marbled  edges,  75c. 
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pedia for  the  people,  and  it  is  made  available  to  all  by  the  extremely  small  price."  —  Chris- 
tian Intelligencer  ,  New  York  City. 

Alden's  Literary  Cyclopedia, 


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each,  Ideal  Edition,  large  type.  It  will  be  completed  in  not  less  than  15  nor  more  than 
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time  or  money  at  their  disposal.  There  is  really  no  reason  why  the  lover  of  the  best 
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the  last."—  National  Baptist,  Philadelphia,  Pa. 

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Fairfield,  Pa. 

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THE  AL-DEN  PUBLISHING  CO.,  Proprietors. 

NEW  YOKE,  393  Pearl  St,          CHICAGO,  242  Wabash  Ave, 
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MAETHA'S  VITOABD  StJMMEB  INSTITUTE, 

12TH  ANNUAL  SESSION.   BEGINNING  JULY  15, 1889. 


SCHOOL  OF  METHODS.  3  WEEKS. 

1.  Arithmetic. 

GKO.  I.  ALDRICH,  A.  M.,  Supt.  Schools, 
Quiucy,  Mass. 

2.  Civil  Government. 

W.  A.  MOWBT,  Ph.D.,  Boston,  Mass. 

3.  Drawing. 

HENRY  T.  BAILEY,  Agent  Mass.  Board  of 
Education. 

4.  Geography. 

MRS.  MAKY  GATE  SMITH,  Boston,  Mass. 
6.  History. 

C.    E.  MELENKY,  A.M.,  Supt.  Schools, 
Somerville,  Mass. 

6.  Kindergarten. 

Miss  LUCY  WHEELOCK,  Prin.  Chauncy 
Hall  Kindergarten,  Boston. 

7.  Language  and  Penmanship. 

I.  FREEMAN  HALL,  Supt.  Schools,  Leo- 
minster,  Mass. 

8.  Minerals,  Plants,  Animals  and  Hu- 

man Body. 

A.  C.  BOYDEN,  A.  M.,  Bridgewater  (Mass.) 
Normal  School. 

9.  Pedagogy  and   History    of  Educa- 

tion. 

JAMES  MCALISTER,  LL.  B.,  Supt.  Schools, 
Philadelphia.  Pa. 

10.  Psychology, 

J.  «  ••!,  A.  M..  Priii. Westfield 

I.)  Normal  School. 

11.  Reading,  Grammar  s<  hool. 
HENRY  L.  SOUTHWICK,  O.  M.,  Sec.  Mon- 
roe College  of  Oratory. 

12.  Reading,  Primary  School. 

Mi-<  Ni  i.i  :i  I-:.  K..YD,  Chelsea,  Mass. 

13.  S«-houl  Manaji;.  im-iit. 

A.  W.  Ki-.v.  A.  M. Atfrnt  Mass.  Board  of 
Education. 


ACADEMIC  DEPARTMENTS.  5  WEEKS. 

I  Astronomy. 

Ten  Lectures.  Prof.  F.  H.  BAILEY,  A.  M., 
Boston  Mass. 

•2.  Botany. 

Prof.  EDW.  S.  BURGESS,  A.  M.,  Washing- 
ton, D.  C. 
3.  Drawing. 

Miss  EMMA  W.  BRAGDON.  Boston,  Mass. 
i.  Elocution  and  Oratory. 

Four  weeks.     C.  WESLEY  EMERSON,  M. 
D.,  Pres.  Monroe  College  of  Oratory, 
Boston,  with  members  of  the  Faculty. 
5.  English  Literature. 

Prof.  DANUCL  DORCHESTEB  Jr.,  A.  M., 

Boston  University. 
G.  French. 

Prof.  ALEX.  GUILLET,  A.  M.,  Cleveland, 
Ohio. 

7.  Geology  and  Mineralogy. 

Prof.  THOS.  J.  BATTEY,  A.  M.,  Provi- 
dence, B.  I. 

8.  German. 

Prof.  J.  BLACHSTKIN.  Boston,  Mass. 

9.  History. 

WM.  A.  MOWRY,  A.  M.,  Ph.  D.,  Boston, 
Mass. 

10.  Latin  and  Greek. 

DANA  M.  DTJSTON,    Monson    Academy, 
Monson,  Mass. 

II  .Mathematics  and  Astronomy. 

JAMEK  JENKINS,  Worcester,  Mass. 

12.  Microscopy. 

Miss  ELLA  M.  DRURY,  Natick,  Mass. 

13.  Mtisic  (Vocal). 

To  be  announced  later. 
M.  M usic  (Pianoforte). 

G«o.  H.  HOWARD,  A.  M.,  Boston  Mass. 

15.  Painting. 

.Miss  AMELIA  M.  WATSON,  E.  Windsor 
Hill,  Conn. 

16.  Shorthand  and  Typewriting. 

Mrs.  MARY  AU>ERSON  CHANDLKR,  Bos- 
ton, Mass. 

17.  Zoology. 

WM.  B.  DWIGHT,  A.  M.,  Ph.  B.,  Vassar 
College,  Poughkeepsie,  N.  Y. 


THE   BEST  LOCATION!          OUT   IN  THE   ATLANTIC   OCEAN! 

The  Oldest  School !          The  Greatest  Advantages !          The  Most  Thorough  COUTM  ! 
Combining  SEST  and  2ECEEATI01T  with  STTO7  and  D4P20VZMEN7. 

SEND   FOR   CIRCULAR. 


WILLIAM  A.  MOWRY,  President, 

5O  Bromfield  Street,  Boston,  Mass. 
A.  W.  EDSON,  Manager  School  of  Methods,  Worcester,  Mass. 


The  Prang  Course  of  Instruction 
in  Form  and  Drawing. 

This  course  is  the  outgrowth  of  fifteen  years'  experience 
devoted  to  the  development  of  this  single  Subject  in  public 
education,  under  the  widest  and  most  varied  conditions. 

It  differs  widely  from  all  the  so-called  "  Systems  of  Draw- 
ing" before  the  public. 

The  aim  or  object  of  the  instruction  is  different. 

The  Methods  of  teaching  and  the  Work  of  pupils  are 
different. 

The  Models,  Text-books,  and  materials  are  on  an  entirely- 
different  Educational  plan. 

The  results  in  Schools  are  widely  and  radically  different. 

It  is  the  only  Course  based  on  the  use  of  Models  and  Objects 
and  for  which  Models  have  been  prepared. 

The  Course  prepares  directly  for  MANUAL  TRAINING. 
Many  of  the  exercises  are  in  themselves  elementary  exer- 
cises in  MANUAL  TRAINING. 

THE  PRANG  COURSE  has  a  much  wider  adoption  in 
the  best  schools  of  the  country  than  all  the  "Systems  of 
Drawing"  put  together. 

More  than  two  millions  of  children  in  public  schools  are 
being  taught  FORM  AND  DRAWING  by  THE  PRANG  COURSE. 

PRANG'S  NORMAL  DRAWING  CLASSES. 

These  classes  have  been  established  for  giving  the  very 
best  kind  of  instruction  in  Drawing  through  home  study 
and  by  correspondence.  All  teachers  can,  through  these 
classes,  prepare  themselves  to  teach  Drawing  in  their  schools. 

I^Send  for  Circulars  in  regard  to  PRANG'S  COURSE 
OF  INSTRUCTION  IN  FORM  STUDY  AND  DRAW- 
ING, and  also  in  regard  to  PRANG'S  NORMAL  DRAW- 
ING CLASSES.  Address, 

THE  PRANG  EDUCATIONAL  COMPANY, 

BOSTON. 


SEND    1O    CENTS   TO 

rUMI-ROY  &  SONS,  NEWARK,  N.  J. 

For  package  and  postage  and  they'll  senrt  you  by  mail  a  sample  bottle  of 
Jet  Black  Ink  or  Modern  Writing  Fluid  which  writes  a  bright  blue 
and  turns  black. 

SEND    25    CENTS 

And  get  by  mail  a  large  Sponge  Top  Mucilage  or  a  Rubber  Top 
Bottle,  both  filled  with  Pomeroy's  Extra  Heavy  Pure  Cum  Arabic 

These  are  the  Best  that  can  be  had. 


119  Fulton  Street, 

E.  G.  Soltmann 


NZW  702JL 


New   York 

(College  for  the  Training  of  Teachers, 
9  University  Place,  New  York  City. 


A  two-years'  Course    leading   to  the  degree  of   Bachelor 

of  Pedagogy. 

Manual  Training  a  Special  Feature. 

Courses    for    Special    Students    in    Drawing,    Domestic 

Kconomy,  Slojd,  and  the    Kindergarten. 


Send  for  Circular  of  Information. 
ADDRESS, 

Ri'instnir  uf  the  College  for 

the  Training  of  Teachers, 

9    University  Place,  New  York  City. 


CROSBY'S  VITALIZED  PHOSPHITES 

From  the  Nerve-giving  Principles  of  the  Ox-brain  and 
the  Hmbryo  o!  the  Wheat  and  Oat. 

For  twenty  years  has  been  the  standard  remedy  with 
physicians  who  best  treat  nervous  and  mental  diseases. 

It  aids  in  the  bodily,  and  wonderfully  in  the  mental, 
growth  of  children.  There  is  nothing  that  so  well  de- 
velops the  growth  and  regularity  of  the  teeth  and  assures 
sound  and  wholesome  teeth  for  after  life.  For  the  cure 
of  nervousness  and  brain-fatigue,  nervous  dyspepsia  and 
sleeplessness,  it  has  been  used  and  recommended  by 
Bishop  Potter,  Bishop  Stevens,  President  Mark  Hopkins, 
Professor  J.  C.  Draper,  Sinclair  Tousey,  Bismarck,  Glad- 
stone, and  thousands  of  the  world's  best  brain-workers 

It  i§  a  Vital  Phosphite  and  not  a  Laboratory  Phosphate. 

58  W.  25tli  St.,  N.  I  For  sale  by  Draggists,  or  seiit  by  mail,  $1, 

HotsfordS 


-A.OIID 


Prepared  according  to  the  directions  of  Prof.  E.  N.  HORSFORD. 

Especially   recommended   for    Dyspepsia,    Nervousness, 

Exhaustion,  Headache,  Tired  Brain,  and  all 

Diseases  arising  from  Indigestion 

and  Nerve  Exhaustion. 

This  is  not  a  compounded  "patent  medicine,"  but  a  preparation  of  the  phosphates 
and  phosphoric  acid  in  the  form  required  by  the  system. 

It  aids  digestion  without  injury,  and  is  a  beneficial  food  and  tonic  for  the  brain  and 
nerved. 

It  makes  a  delicious  drink  with  water  and  sugar  only,  and  agrees  with  such  stimulants 
as  are  necessary  to  take. 

Descriptive  pamphlet  free. 

ICnmloi  <l  Chemical  Works,  Providence,  R.  I. 

BEWARE   OF   SUBSTITUTES  AND  IMITATIONS. 

CAUTION.—  Be  sure  the  word  "  HORSFORD'S  "  is  printed  on  the  label. 
All  others  are  spurious.     Never  sold  in  bulk. 


